Visual and verbal intersections in picture books – multimodal assessment for middle years students

Callow, Jon

doi:10.1080/09500782.2019.1689996

Cited by 17 publications

(14 citation statements)

References 37 publications

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“…This study focuses on this study using multimodal to assert how the gender stereotype is represented in textbooks. Multimodal is a theory drawn on meaningmaking from social semiotic, where texts are understood as part of broader socio-cultural contexts [15].…”

Section: Study Of the Representation Of Gender Stereotypes Inmentioning

confidence: 99%

The Multimodal Analysis of Gender Stereotypes in the Indonesian Textbooks for Deaf Students

Mabruroh¹,

Gunarhadi²,

Widyastono³

2022

Advances in Social Science, Education and Humanities Research

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Numerous studies on gender representation in Indonesian textbooks have portrayed gender stereotypes in textbooks that demonstrate gender inequality, such as sexual violence, sexism, and double burden. However, there are only a few studies on gender representation in textbooks dedicated to students who are deaf. This study aimed to analyze gender stereotypes in the Indonesian special senior high schools textbooks dedicated to deaf students, using qualitative method. The results of this study show that gender inequality existed in some of the textbooks. Gender inequality was mainly portrayed in the figures and the materials illustrated in the English learning textbook for Grade 11 dedicated to students who are deaf. The figures and the materials in the textbooks did not demonstrate equality of occupation for both genders. Since deaf students, who rely heavily on visual aspects during their learning, need to be exposed to materials that demonstrate gender equality to foster gender equality awareness, it is recommended for textbook designers to develop textbooks that illustrate gender equality.

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Section: Study Of the Representation Of Gender Stereotypes Inmentioning

confidence: 99%

The Multimodal Analysis of Gender Stereotypes in the Indonesian Textbooks for Deaf Students

Mabruroh¹,

Gunarhadi²,

Widyastono³

2022

Advances in Social Science, Education and Humanities Research

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“…and how ideas link to each other, involving characters, characters attribution, and circumstances (see Table 2). According to Callow (2020), an action is represented by a vector in the visual realization and by a clause with an action verb in the verbal realization. The act of talking is represented by a speech bubble as well as face and hand gestures in the visual realization, and by a clause with speaking verbs in the verbal realization.…”

Section: Data Analysis Proceduresmentioning

confidence: 99%

“…The act of talking is represented by a speech bubble as well as face and hand gestures in the visual realization, and by a clause with speaking verbs in the verbal realization. There may also be a situation where meaning is committed in one mode but is not committed in the other (Callow, 2020).…”

Section: Data Analysis Proceduresmentioning

confidence: 99%

Unfolding Layers of Meanings: Visual-Verbal Relations in Just Ask—A Children’s Picture Book

Damayanti

Moeharam

Asyifa

2021

Indonesian J. Appl. Linguist.

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Studies in the field of semiotics and children’s literature have described the relationship between the verbal and visual texts in picture books as both complex and subtle. These relationships are named differently across theories, yet they still note two possibilities, whether they support or are against each other in conveying meanings to the readers. This study seeks to explore the relations between visual-verbal modes depicted in a children’s picture book entitled Just Ask (author/illustrator by Sotomayor Lopez, 2019), viewed from the perspective of multimodality as proposed by Unsworth (2006). The analysis between the visual and verbal modes in the picture book is focused on ideational concurrence and ideational complementarity. The results indicate that meanings in Just Ask are negotiated through verbal and visual texts which may be complementary or have divergent relationships to one another. It is through such strategy that the suggested theme of the picture book, in this case accepting diversity, is consistently conveyed to the targeted readers. Since picture books are used vastly in EFL/ESL classrooms to enhance students’ reading experiences, this study may help teachers develop students’ ability to make meaning from verbal and visual texts and inspire their visual thinking strategies.

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“…Teachers struggled to carry out extensive reading due to the lack of techniques to deploy the program in the classroom. Besides, teachers are required to equip themselves with reading strategies and multi-literacy practices to compose multi-semiotic texts such as written text, images, and sound in the form of video or film (Callow, 2020;Jiang & Ren, 2021;Jones et al, Journal on English as a Foreign Language,13(1), 265-288 p-ISSN 2088265-288 p-ISSN -1657e-ISSN 2502-6615 2020; Liang & Lim, 2021;Lim & Tan, 2018;Silseth & Gilje, 2019;Tan et al, 2020;Tour & Barnes, 2022). In this regard, multimodal digital extensive reading (MDER) can be regarded as a pathway to support the reading literacy movement, particularly situating reading habits as a main concern in this program.…”

Section: Introductionmentioning

confidence: 99%

Multimodal digital extensive reading program: a reflection on literacy movement in madrasah and pesantren

Khoiriyah

Ilmi

2023

J. Eng. Foreign. Lang.

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Over the years, ample studies on diverse school literacy movements have been discussed. However, multimodal digital extensive reading (MDER) has not been fully incorporated into literacy programs in Islamic private school (madrasah) and Islamic boarding school (pesantren). This study attempts to investigate how digital literacy and reading literacy in the form of MDER program in madrasah and pesantren can be deployed to build strong reading habits. This study employed a qualitative case study design. It involved nine novice teacher participants from ten madrasahs and pesantrens, and one supervisor. The data were garnered from the participants' reflective journals, Focus Group Discussions (FGDs), documentation, and interview with the supervisor. The collected data were analyzed using thematic analysis. The results of this study showed three fundamental tenets of the MDER program in madrasah and pesantren: teachers’ efforts, the sustainable collaboration between teachers and students, and a long-term partnership among school members and stakeholders. The result sheds light on how to build a reading habit and digital literacy in madrasah and pesantren. It also implicates the role of leaders’ policy in achieving successful program implementation.

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Visual and verbal intersections in picture books – multimodal assessment for middle years students

Cited by 17 publications

References 37 publications

The Multimodal Analysis of Gender Stereotypes in the Indonesian Textbooks for Deaf Students

The Multimodal Analysis of Gender Stereotypes in the Indonesian Textbooks for Deaf Students

Unfolding Layers of Meanings: Visual-Verbal Relations in Just Ask—A Children’s Picture Book

Multimodal digital extensive reading program: a reflection on literacy movement in madrasah and pesantren

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